Army Values. Page 1 WHAT WE ARE TRYING TO ACCOMPLISH HOW WE ARE GOING TO ACCOMPLISH IT TERMINAL LEARNING OBJECTIVE HOW YOU WILL BE EVALUATED

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1 WHAT WE ARE TRYING TO ACCOMPLISH HOW WE ARE GOING TO ACCOMPLISH IT Learn how to develop subordinates according to the dimensions that define effective leadership Apply the observe, assess, coach, and counsel model to classroom exercises Improve skills for using the observe, assess, coach, counsel model Inspire ourselves to become committed to leader development VGT 1 Develop an assessment summary by combining multiple assessments and determining overall strengths and weaknesses, potential causes, and potential actions Role-play developmental counseling sessions VGT 2 TERMINAL LEARNING OBJECTIVE HOW YOU WILL BE EVALUATED TASK: Provide assessments to develop a subordinate CONDITION: In a classroom environment, given instruction about leadership doctrine, small group discussions, and practical exercises STANDARD: While serving as a platoon leader or platoon sergeant, soldier completed a leadership task per the guidance outlined in FM 6-22 Assessment reports reflecting an unbiased record of observations made of videoclips Assessment summary combining all observations to determine overall strengths and weaknesses, potential causes, and potential developmental actions VGT 3 VGT 4 THE LEADER of Character and Competence ACTS... Loyalty Duty Respect Selfless Service Honor Integrity Be Know Do Personal Courage to Achieve Excellence Mental Physical Emotional VGT 5 Interpersonal Conceptual Technical Tactical Influencing Operating Improving Army Values Loyalty: Bear true faith and allegiance to the U.S. Constitution, the Army, your unit and other soldiers. Duty: Fulfill your obligations. Respect: Treat people as they should be treated. Selfless Service: Put the welfare of the nation, the Army, and your subordinates before your own. Honor: Live up to all the Army values. Integrity: Do what s right, legally and morally. Personal Courage: Face fear, danger, or adversity (Physical or Moral) VGT 6 Page 1

2 Attributes CULTURAL AWARENESS Will Self-Discipline Initiative Judgment Confidence Intelligence Cultural Awareness Health Fitness Physical Fitness Military Bearing Professional Bearing Mental BE Physical Mental attribute of a leader Leaders should focus on the similarities and differences between individuals Self-control Balance Stability Emotional Leaders need to make use of the different talents individuals with different backgrounds bring to the team VGT 7 VGT 8 Skills Leader Actions Interpersonal KNOW Technical Improving Developing Building Learning Conceptual Tactical Influencing Communicating Decision Making Motivating DO Operating Planning Executing Assessing VGT 9 VGT 10 LEADERSHIP CORE DIMENSIONS Leaders of Character and Competence Act to achieve Excellence by providing purpose, direction, and motivation. VALUES Be ATTRIBUTES Be SKILLS 4 Know VGT 11 ACTIONS Do Loyalty Mental 1 Interpersonal Influencing Operating Improving Duty Communicating Planning Developing Respect Physical 2 Conceptual Selfless Service Decision Making Executing Building Honor Emotional 3 Technical Integrity Motivating Assessing Learning Respect Tactical 1 The mental attributes are will, self-discipline, initiative, judgment, confidence, intelligence, and cultural awareness. 2 The physical attributes are health fitness, physical fitness, military bearing, and professional bearing. 3 The emotional attributes are self-control, balance, and stability. 4 The required interpersonal, conceptual, technical skills, and resulting tactical skills are different for the direct, organizational, and strategic leaders. TRANSLATING DIMENSIONS TO OBSERVATIONS (+) (-) VALUES (INTEGRITY) HE'S TRUTHFUL, EVEN IF IN TROUBLE HE LIES UNDER PRESSURE ATTRIBUTES (MIL BEARING) APPEARANCE ALONE INSPIRES BAD UNIFORM, NO ENERGY STICKS TO AND USES TLPS SKILLS (TECHNICAL) CAN'T LAY HIS MORTAR ACTIONS (DEVELOPING) WENT TO COLLEGE CLASSES BLEW OFF THE HOMEWORK VGT 12 Page 2

3 SESSION I, SUMMARY DEVELOPING SUBORDINATES Why is subordinate development such an important leader responsibility and who benefits? What do the 23 core leadership dimensions have to do with leadership development? Step 1 -Observe and record leadership actions How do we go about developing our subordinates to achieve their full leadership potential? VGT 13 VGT 14 OBSERVATIONS All acts (verbal and nonverbal), appearances, and actions are valid opportunities for assessment Ensure observations are complete Observations must be objective VGT 15 OBSERVATION (Con t) Note and record elapsed time Note actions NOTtaken. They are equally important Use direct quotes when possible Use bullet comments rather than complete sentences Record behaviors in chronological sequence Do not allow winning, losing, or mission accomplishment to influence recorded behaviors Use START format VGT 16 START ACRONYM EXAMPLES Using START Format S -SITUATION: Record the situation in which the leader is involved T -TASK: Describe the task assigned to the leader A -ACTION: As accurately as possible, record all actions taken by the leader during the accomplishment of the task R -RESULT: What resulted from the leader s actions? T -TIME: Include the date, time and duration of the event VGT 17 S T A R T RIGHT FTX; AT THE LDR REACTION CRS EXECUTE LEADER REACTION CRS SGT SMITH ANALYZED THE REQTS, DEVELOPED A PLAN, AND BRIEFED IT TO SQD MEMBERS PLAN WAS ISSUED USING 5 PARA. FORMAT. SQUAD MEMBERS HAD CLEAR TASKS TO DO. SQUAD EXECUTED 3 STATIONS TO STANDARD. 12 SEPT 98; HRS. WRONG RAINY, COLD, NO SLEEP HARD PHYSICAL AND MENTAL TASK SQD FAILED TO ACCOMPLISH TASK IN ALLOTTED TIME. SQUAD HAD TO RE-DO THE TASK TWICE. NIGHT TIME. VGT 18 Page 3

4 DEVELOPING SUBORDINATES CLASSIFY BEHAVIORS Step 1 - Observe and record leadership actions Step 2 -Compare what you see to performance indicators; classify the observations to determine if the behavior exceeds, meets, or fails to meet the standard Use all written, verbal, and nonverbal information Use leadership dimension definitions and associated behaviors Though a behavior may fit more than one dimension, list it under the most appropriate one ( best fit ) VGT 19 VGT 20 RATING BEHAVIORS E EXCELLENT. EXCEEDS REQUIREMENTS FOR SUCCESSFUL TASK ACCOMPLISHMENT. S SATISFACTORY. MEETS REQUIREMENTS FOR SUCCESSFUL TASK ACCOMPLISHMENT. NI NEEDSIMPROVEMENT. DOES NOT MEET REQUIREMENTS FOR SUCCESSFUL TASK ACCOMPLISHMENT. VGT 21 COACHING Step 1 - Observe and record leadership actions Step 2 -Assess and compare what you see to performance indicators; classify the observations to determine if the behavior exceeds, meets, or fails to meet the standard Step 3 - Coach the subordinates - tell the subordinates what you saw and give them a chance to assess themselves VGT 22 COACHING AND PROVIDING FEEDBACK Be knowledgeable of the leadership dimensions Be able to communicate your thoughts Be trustworthy Be positive You are a facilitator; you may not have all the right answers VGT 23 SESSION II, SUMMARY Plan where and when to OBSERVEsubordinate performance RECORDperformance using the START format CLASSIFYbehaviors by applying leadership doctrine RATEbehaviors guided by performance indications Provide FEEDBACKalong the way -COACH! Develop plan of action -DEVELOPMENTAL COUNSELING VGT 24 Page 4

5 DEVELOP AN ASSESSMENT SUMMARY Use the Developmental Counseling Form; attach applicable assessment reports Summarize the ratings, by dimension Identify overall strengths and weaknesses Identify potential cause(s) for weaknesses Identify potential action(s) to maintain strengths and address areas that require improvement VGT 25 DEVELOPING SUBORDINATES Step 1 - Observe and record leadership actions Step 2 -Assess and compare what you see to performance indicators; classify the observations to determine if the behavior exceeds, meets, or fails to meet the standard Step 3 - Coach the subordinates - tell the subordinates what you saw and give them a chance to assess themselves Step 4 - Conduct developmental counseling VGT 26 COUNSELING SUBORDINATE-CENTERED (TWO-WAY) COMMUNICATION Subordinate-centered communication that outlines actions necessary for subordinates to achieve individual and organizational goals. Why should counseling lead to achievement of goals? VGT 27 Subordinates assume an active role in the counseling session and maintain responsibility for their actions. The following skills assist leaders in subordinate-centered counseling: - Active Listening - Responding - Questioning Why should the subordinate be active in the session? VGT 28 LEADER ATTITUDES FOR EFFECTIVE ACTIVE LISTENING FACTORS THAT LIMIT OUR ABILITY TO FULLY LISTEN Stop talking Look and act interested Remove distractions Be patient Hold your temper or opinions Use non-verbal skills Doing something while the subordinate is talking Inability to stay quiet Selective listening Ignoring non-verbal message(s) Biases VGT 29 VGT 30 Page 5

6 THE LEADER AS A COUNSELOR Leaders have a responsibility to develop their subordinates. During counseling, the leader acts primarily as a helper, not a judge. When should a leader counsel to develop subordinates? How can a leader be both an evaluator/judge and a helper/counselor? THE LEADER AS A COUNSELOR (Con t) The following qualities help the leader to assume an effective role during counseling: - Respect for subordinates - Self and Cultural Awareness - Credibility - Empathy How do these qualities assist leaders in counseling? VGT 31 VGT 32 APPROACHES TO COUNSELING COUNSELING TECHNIQUES Directive Non-directive Combined Suggesting alternatives Recommending Persuading Advising Corrective training Commanding VGT 33 VGT 34 Counseling Cycle Continuous Process EXIT INTERVIEW OER / NCOER ARRIVE AT UNIT - Sponsorship - Reception and Integration Initial OER / PATHWAY TO NCOER SUCCESS Counseling (30 days) JODSF / JODSF / NCOER Personal Issues NCOER Checklist Checklist Event: Non-select for school / Periodic Review promotion of OER Support Form JODSF/NCOER (Rater/ SR Rater) Checklist MIDPOINT 6 MONTHS VGT 35 CATEGORIES OF COUNSELING Personal - Event Oriented Reception and Integration - Crisis - Separation Positive Performance - Promotion Counseling Referrals - Corrective Training Performance and Professional Growth OER/NCOER Pathway to Success Developmental Process Based on Potential Near Term <1 year Long Term > 2-5 years VGT 36 Page 6

7 THE STAGES OF A COUNSELING SESSION 1. OPEN THE SESSION Identify the purpose and establish a constructive and subordinate-centered tone. 2. DISCUSS THE ISSUE Help the subordinate develop an understanding of the issues and viable goals to effectively deal with them. 3. DEVELOP A PLAN Develop an action plan with subordinate. The plan that evolves from the counseling process must be action-focused, and facilitate both leader and subordinate attention toward resolving the identified developmental needs. 4. CLOSE THE SESSION Discuss the implementation, including the leader s role in supporting the subordinate s effort. Gain the subordinate s commitment to the plan. Ensure plan is specific enough to drive behaviors needed to affect the developmental needs. VGT 37 PREPARATION FOR COUNSELING 1. Select a suitable place 2. Schedule the time 3. Notify the subordinate well in advance 4. Organize the information 5. Outline the components of the counseling session 6. Plan a counseling strategy 7. Establish the right atmosphere Can counseling occur spontaneously without formal preparation? What is an appropriate time? What should a leader tell the subordinate? VGT 38 PREPARATION FOR COUNSELING (Con t) 1. Select a suitable place 2. Schedule the time 3. Notify the subordinate well in advance 4. Organize the information 5. Outline the components of the counseling session 6. Plan a counseling strategy 7. Establish the right atmosphere NAME (Last, First, MI) Organization DEVELOPMENTAL COUNSELING FORM Rank/Grade Date of Counseling Key Points of Discussion: Name and Title of Counselor PART II - BACKGROUND INFORMATION Purpose of Counseling: PART III -Summary of Counseling Why should a leader prepare an outline? What is a counseling strategy? VGT 39 VGT 40 Plan of Action: Session Closing: Individual counseled: I agree / disagree with the information above Individual counseled remarks: Signature of Individual Counseled Leader Responsibilities: Signature of Counselor PART IV -ASSESSMENT OF THE PLAN OF ACTION Assessment: VGT 41 Date Date OER SUPPORT FORM COUNSELING REQUIREMENTS Rater: Initial 30 day counseling session Periodic follow-up performance counseling to make needed adjustments to objectives Senior Rater: Must initial after each periodic follow-up counseling session * Raters are required to articulate developmental counseling responsibilities as a performance objective on their VGT 42 Page 7

8 FRONT SIDE DA FORM a SKILLS (Competence) Skill development is part of selfdevelopment; prerequisite to action JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM For use of this form, see AR ; the proponent agency is ODCSPER NAME OF RATED OFFICER (Last, First, MI) SSN GRADE ORGANIZATION PART I - INSTRUCTIONS. Use of this form is mandatory for Lieutenants and WO1s; optional for all other ranks. Initial face-to-face (Part II and III) - Discuss duty description/major performance objectives from DA Form Discuss Army leader values, attributes and skills as related to future duty performance and professional development (Part II: Leader Character) - Complete Developmental Action Plan (Part III)- Record at least one developmental task for each leadership action that targets major performance objectives listed on DA Form Upon completion of the initial face-to-face counseling, date and initial Part IV (verification). Obtain senior rater's initials. Rated officer and rater retain file copy for use during later follow-up counselings. INFLUENCING: Communicating, Decision Making, Motivating OPERATING: Planning, Executing, Assessing Quarterly Folow-up Counselings (Part V - Reverse) - Discuss major performance objectives and progress made. Adjust as needed. - Discuss progress made on developmental tasks; update/modify tasks as needed to continue developmental process. - Rater summarize key points in appropriate block of Part V. - Rater and rated officer initial, date, and keep a file copy for use during later counselings. PART III - DEVELOPMENTAL ACTION PLAN. Development tasks that target major performance objectives on the DA Form (See FM , PART THREE) COMMUNICATING. Articulates written and oral ideas/concepts clearly and concisely. Message received equals message sent. Displays effective listening skills. DECISION MAKING. Reaches sound, logical decisions based on analysis/synthesis of information, and uses sound judgement to allocate resources and select appropriate course(s) of action. MOTIVATING. Inspires, motivates, and guides others towards mission accomplishment. Sets the example by being in excellent physical/ mental condition and consistently displaying proper military bearing. DA Form a NOTE: Reference for Army Leadership Doctrine is FM PART II CHARACTER. Disposition of the leader: combination of values, attributes, and skills affecting leader actions. (See FM , PART TWO) 1. HONOR: Adherence to the Army's publicly declared code of values 2. INTEGRITY: Possesses high personal moral standards; honest in word and deed 3. COURAGE: Manifests physical and moral bravery 4. LOYALTY: Bears true faith and alegiance to the U.S. Constitution, the ARMY, the unit, and the soldier ATTRIBUTES Fundamental qualities and characteristics MENTAL Possesses desire, will, initiative, and discipline CONCEPTUAL Demonstrates sound judgment, critical / creative thinking, moral reasoning ARMY VALUES 5. RESPECT: Promotes dignity, consideration, fairness, & EO 6. SELFLESS-SERVICE: Places Army priorities before self 7. DUTY: Fulfils professional, legal, and moral obligations PHYSICAL Maintains appropriate level of physical fitness and military bearing INTERPERSONAL Shows skill with people: coaching, teaching, counseling, motivating and empowering TACTICAL Demonstrates proficiency in required professional knowledge, judgment, and warfighting PLANNING. Uses critical and creative thinking to develop executable plans that are suitable, acceptable, and feasible. EMOTIONAL Displays self-control; calm under pressure TECHNICAL Possesses the necessary expertise to accomplish all tasks and functions EXECUTIN G. Shows tactical and technical proficiency; meets mission standards; takes care of people/resources. Maximizes the use of available systems and technology. Performs well under physical and mental stress. FRONT SIDE DA FORM a JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM For use of this form, see AR ; the proponent agency is ODCSPER NAME OF RATED OFFICER (Last, First, MI) SSN GRADE ORGANIZATION Skill development is part of selfdevelopment; prerequisite to action PART I - INSTRUCTIONS. Use of this form is mandatory for Lieutenants and WO1s; optional for all other ranks. Initial face-to-face (Part II and III) - Discuss duty description/major performance objectives from DA Form Discuss Army leader values, attributes and skills as related to future duty performance and professional development (Part II: Leader Character) - Complete Developmental Action Plan (Part III)- Record at least one developmental task for each leadership action that targets major performance objectives listed on DA Form Upon completion of the initial face-to-face counseling, date and initial Part IV (verification). Obtain senior rater's initials. Rated officer and rater retain file copy for use during later follow-up counselings. PART III - DEVELOPMENTAL ACTION PLAN. Development tasks that target major performance objectives on the DA Form (See FM , PART THREE) INFLUENCING: Communicating, Decision Making, Motivating OPERATING: Planning, Executing, Assessing PLANNING. Uses critical and creative thinking to develop executable plans that are suitable, acceptable, and feasible. Quarterly Follow-up Counselings (Part V - Reverse) - Discuss major performance objectives and progress made. Adjust as needed. - Discuss progress made on developmental tasks; update/modify tasks as needed to continue developmental process. - Rater summarize key points in appropriate block of Part V. - Rater and rated officer initial, date, and keep a file copy for use during later counselings. COMMUNICATING. Articulates written and oral ideas/concepts clearly and concisely. Message received equals message sent. Displays effective listening skills. DECISION MAKING. Reaches sound, logical decisions based on analysis/synthesis of information, and uses sound judgement to allocate resources and select appropriate course(s) of action. MOTIVATING. Inspires, motivates, and guides others towards mission accomplishment. Sets the example by being in excellent physical/ mental condition and consistently displaying proper military bearing. DA Form a NOTE: Reference for Army Leadership Doctrine is FM PART II CHARACTER. Disposition of the leader: combination of values, attributes, and skills affecting leader actions. (See FM , PART TWO) 1. HONOR: Adherence to the Army's publicly declared code of values 2. INTEGRITY: Possesses high personal moral standards; honest in word and deed 3. COURAGE: Manifests physical and moral bravery 4. LOYALTY: Bears true faith and allegiance to the U.S. Constitution, the ARMY, the unit, and the soldier ATTRIBUTES Fundamental qualities and characteristics SKILLS (Competence) MENTAL Possesses desire, will, initiative, and discipline CONCEPTUAL Demonstrates sound judgment, critical / creative thinking, moral reasoning ARMY VALUES 5. RESPECT: Promotes dignity, consideration, fairness, & EO 6. SELFLESS-SERVICE: Places Army priorities before self 7. DUTY: Fulfills professional, legal, and moral obligations PHYSICAL Maintains appropriate level of physical fitness and military bearing INTERPERSONAL Shows skill with people: coaching, teaching, counseling, motivating and empowering TACTICAL Demonstrates proficiency in required professional knowledge, judgment, and warfighting EMOTIONAL Displays self-control; calm under pressure TECHNICAL Possesses the necessary expertise to accomplish all tasks and functions EXECUTING. Shows tactical and technical proficiency; meets mission standards; takes care of people/resources. Maximizes the use of available systems and technology. Performs well under physical and mental stress. REVERSE SIDE DA FORM a ASSESSING. Uses after-action and evaluation tools to facilitate consistent improvement. IMPROVING: Developing, Building, Learning DEVELOPING. Teaches, trains, coaches and counsels subordinates increasing their knowledge, skills and confidence. BUILDING. Develops effective, disciplined, cohesive, team built on bonds of mutual trust, respect, and confidence. Fosters ethical climate. LEARNING. Actively seeks self-improvement (individual study, professional reading, etc.), and fosters a learning environment in the unit (IPRs, AARs, NCOPD, etc.) PART IV - VERIFICATION: Rater initials Rated officer initials Date Senior rater initials PART V - DEVELOPMENTAL ASSESSMENT RECORD. Summary of key points made during follow-up counselings. Highlight progress and strengths observed as well as further development needed. 1st Assessment Key Points Rated officer initials Rater initials Date 2nd Assessment Rated officer initials Rater initials Date 3rd Assessment Rated officer initials Rater initials Date Key Points Key Points JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- FRONT SIDE: PARTS I & 2 JODSF COUNSELING REQUIREMENTS Supplements the OER support form requirements; both are needed for WO1 and LTs Requires an initial counseling (within the first 30 days) and follow-up quarterly developmental counseling Supervisor and rated officer formulate a set of developmental task -each task must be tied to a specific leader action and to one or more performance objectives on the officer's OER Support Form. INITIAL COUNSELING DISCUSS PART I. INSTRUCTIONS ATTRIBUTES MENTAL PHYSICAL Fundamental qualities and Possesses desire, will, initiative, and Maintains appropriate level of physical characteristics discipline fitness and military bearing SKILLS (Competence) CONCEPTUAL INTERPERSONAL Skill development is self-development; Demonstrates sound judgment, critical / Shows skill with people: coaching, teaching, prerequisite to action creative thinking, moral reasoning counseling, motivating and empowering TACTICAL Demonstrates proficiency in required professional knowledge, judgment, and warfighting FOLLOW-UP COUNSELINGS PART II. CHARACTER- LEADER VALUES, ATTRIBUTES, SKILLS PART II CHARACTER.Disposition of the leader: combination of values, attributes, and skillsaffecting leader actions. (See FM , PART TWO) 1. HONOR: Identifies with public code of Army values (honor) 2. INTEGRITY: Possesses sound moral values; honest in word and deed 3. COURAGE: Manifests physical and moral bravery 4. LOYALTY: Bears true faith and allegiance to the U.S. Constitution, the ARMY, the unit, and the soldier 5. RESPECT:Promotes dignity, consideration, fairness, & EO 6. SELFLESS-SERVICE: Places Army priorities before self 7. DUTY: Fulfills professional, legal, and moral obligations LEADER CHARACTER Rater expectations Rated officer input Relate to duties EMOTIONAL Displays self-control; calm under pressure TECHNICAL Possesses the necessary expertise to accomplish all tasks and functions VGT 43 VGT 44 JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- PART III PART III. DEVELOPMENTAL ACTION PLAN PART III - DEVELOPMENTAL ACTION PLANḌevelopment tasks that target major performance objectives on the DA Form (See FM , PART THREE) INFLUENCING: Communicating, Decision Making, Motivating COMMUNICATING. Articulates written and oral ideas/concepts clearly and concisely. Message received equals message sent. Displays effective listening skills. (1) Provide an oral OPORD brief to CO/XO during FTX in April. DECISION MAKING.Reaches sound, logical decisions based on analysis/synthesis of information, and uses sound judgment to choose appropriate alternative(s). JUNIOR OFFICER DEVELOPMENTAL SUPPORT FORM- PARTS IV AND V PART IV. VERIFICATION PART IV - VERIFICATION: Rater initials Rated officer initials Date senior rater initials PART V. DEVELOPMENTAL ASSESSMENT RECORD PART V - DEVELOPMENTAL ASSESSMENT RECORD. Summary of key points made during follow-up counselings. Highlight progress and strengths observed as well as developmental needs across values, attributes, skills, and actions. (7) Facilitate a discussion on the ethical decision making during June OPD. MOTIVATING. Inspires, motivates, and guides others towards mission accomplishment. Sets the example by being in excellent physical / mental condition and consistently displaying proper military bearing. (3,6) Lead Platoon PT every Monday in April- set the example! participative constructive 1st Assessment Key Points NOT A RATING!! Rated officer initials Rater initials Date candid positive From Support Form: (1) Ensure the Plt is combat ready for NTC... Target performance objectives on Support Form At least one developmental task per leader action Tasks should be specific, measurable, and achievable VGT 45 Summary of key points -- discussion of values, attributes, skills -- progress on developmental tasks and focus -- noted strengths --further needs for focus/improvement -- rater/rated officer initials and date of counseling VGT 46 MAJOR PERFORMANCE OBJECTIVE CHECKLIST IS THE PERFORMANCE OBJECTIVE: Supportive of unit goals? Relevant to an important aspect of the duty position? Measurable with qualitative or quantitative criteria? Results oriented and achievable? Specific and clearly worded? Set in a reasonable time? Supported by authority and resources? Backed by an action plan? VGT 47 NCOER COUNSELING CHECKLIST/RECORD Goal of counseling: Set NCOs up for success Look forward; don t dwell on the past Performance counseling: Initial within first 30 days At least quarterly thereafter Mandatory for CPL and SFC and is optional for counseling other senior NCOs A working copy of the NCOER must be utilized also VGT 48 Page 8